1. EYFS Parents Meeting February 2019
Learning to Read
EYFS Parents Meeting
February 2019

2. Starting School Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration.
Recognises rhythm in spoken words.
Listens to and joins in with stories and poems, one-to-one and also in small groups.
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Beginning to be aware of the way stories are structured.
Suggests how the story might end.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal characters.
Shows interest in illustrations and print in books and print in the environment.
Recognises familiar words and signs such as own name and advertising logos.
Looks at books independently.
Handles books carefully.
Knows information can be relayed in the form of print.
Holds books the correct way up and turns pages.
Knows that print carries meaning and, in English, is read from left to right and top to bottom.

3. Phonics Children learn the correct letter sound (phoneme).
Children learn how to write each letter (grapheme).
Pure sounds video clip

4. Blending Putting sounds together to read words. Orally blending first.
Green words (decodable).
Sound buttons.
Independent blending.

5. ‘Tricky Words’ Many high frequency words need to be learnt by sight.
Red words.
Look out for them in your books!

6. Once children know all of Set 1 Sounds and are able to blend, we introduce the ‘Little Ditty’ books.

7. Reading at School Whole class Read, Write, Inc. lessons daily.
Followed by Read, Write, Inc. in small groups or one-to-one (not recorded in reading record).
Phonics/reading activities within continuous provision.
Read to an adult at school once a week (recorded in reading record). Books and Key Words alternate weeks.
Book Time sessions daily to develop comprehension skills.
Topic books – Promoting a love of reading!

8. Learning at School
• Continues a rhyming string. • Hears and says the initial sound in words. • Can segment the sounds in simple words and blend them together and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the alphabet. • Begins to read words and simple sentences. • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. • Enjoys an increasing range of books. • Knows that information can be retrieved from books and computers.

9. Reading at Home

10. Reading at Home
Families and parents are critical to children’s attainment. Parental involvement in their child’s literacy practices positively affects children’s academic performance.
The home is crucial. Parents have the greatest influence on the achievement of young people through supporting their learning in the home.
Early intervention is vital. The earlier parents become involved in their children’s literacy practices, the more profound the results and the longer-lasting the effects.
The National Literacy Trust

11. Reading at Home Supporting your child Model what to do!
My turn/ Your turn

12. Reading at Home dog Games to encourage blending I-Spy
“I spy with my little eye a c-a-t”
Find the Treasure
“The coin is under the m-u-g”
Match the word to the picture
dog

13. Reading at Home Free Online Resources! Oxford Owl Website
Family Learning
Letters and Sounds
Top Marks

14. Reading at Home “What do you think this book will be about?”
The importance of listening to you read - comprehension
Be a reading role model!
“What do you think this book will be about?”

15. “Why are the other dogs laughing?” “How do you think Sid feels?”

16. Praise and Encouragement!
Children have to believe they are readers.
Children have to want to read and want to improve.
Praise, praise and more praise (even when they get a word wrong!)
Reading should be fun and enjoyable for you and your child!

17. End of Reception Year Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Exceeding
Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.